Joe Bloggs always had a cigarette on his lips. He smoked while he read, while he watched TV, and while he drank a cup of coffee. He smoked forty cigarettes a day, but he was happy.
Joe’s friend, Fred Brown, said to him, “It is very bad to smoke”. When Joe heard this , he started to worry and became so thin that he went to Fred for help.
Fred said , “You must eat more”. O Joe did not smoke , but he ate chocolate , and he became very fat. Again he went to Fred for help.
Fred said , “ You must not eat chocolate”. So Joe stopped eating chocolate , but he went back to smoking cigarettes. He became thin again but he was not happy, because he still smoked.
Sometimes Joe Bloggs wished Fred Brown was not his friend!When Joe became thin the first time it was because_____.
| A．he smoked too much | B．he worried too much |
| C．he stopped smoking | D．he ate too little |
The following sentences tell what happened to Joe.Which is the right order of the events?
a.He did not smoke , he ate chocolate , he was fat, he was unhappy.
b.He smoked , he did not eat chocolate, he was thin , he was unhappy.
c.He smoked , he did not eat chocolate , he was not fat , he was happy
| A．a, b, c | B．c, b, a |
| C．b, a, c | D．c, a, b |
In the end Joe was unhappy about his friendship with Fred because___
| A．Fred had given him the wrong advice on purpose. |
| B．he never liked being told what to do |
| C．he in fact had never really understood what Fred meant |
| D．Fred’s advice had brought him much trouble |
What is the writer trying to tell us with this story?
| A．Chocolate is bad for one’s health. |
| B．One should ask friends for help and advice |
| C．Smoking is bad for one’s health |
| D．One should think and decide for oneself |
Adult Basic Education (ABE) and GED Preparation
Task
The Adult Basic Education Department serves a huge population of learners. Our task is to teach basic skills and help learners to get more knowledge to function effectively as a family member, citizen, worker, and lifelong learner in a changing world.
Description
ABE is a non-credit program of self-improvement designed to improve basic skills for students who are of different educational levels. Development of reading, writing, and math skills are paid special attention to, as well as life skills, employability, and technology. Students without a high school diploma（文凭）also have the opportunity to prepare for the GED exams in the five subject areas: writing, social studies, science, literature, and math.
Prerequisites（条件）
ABE classes are open to anyone 18or over who desires to improve basic reading, writing, and math skills at the pre-college level. Students who are 16 or 17 must first obtain an official release（释放）from high school before attending class.
To be accepted, students must attend an Educational Planning Session. During the Educational Planning Session students will be given an overview of the ABE programs as well as PCC policies, fees, etc, Students will also have their reading, writing, and math abilities assessed（评估）during the Educational Planning Session. The results of their assessments will help the teachers develop individual programs of study for students to guide them toward their personal goals. Students needing special help must get in touch with the Office for Students with Disabilities (503-977-4341) at least two weeks before the session is held.
Courses
ABE 0741: Beginning Literacy
ABE 0742: Beginning
ABE 0743: Intermediate I
ABE 0744: Intermediate II
ABE 0745: Secondary I
ABE0746: Secondary II (Includes preparation for the GED Test.) The ABE Department serves an aim to .
| A．provide learners with basic knowledge and skills to fit in with society |
| B．help learners successfully get a job in a changing world |
| C．offer diplomas to those who fail to finish secondary education |
| D．provide students with opportunities to prepare for the GED exams |
A 17-year-old is not accepted to ABE classes only because he .
| A．is below 18 |
| B．can’t offer a high school diploma |
| C．has left school without official permission |
| D．is assessed as poor in learning performances |
What is the Education Planning Session intended for?
| A．An assessment of students’ basic skill levels. |
| B．Helping students be better at the four basic skills. |
| C．Finding out whether they can be accepted to ABE classes. |
| D．Providing special help to disabled students. |
Different courses are offered to different students according to .
| A．their own choices |
| B．the assessments during the Education Planning Session |
| C．their performances in school |
| D．how much they pay for the courses |
Technically the domain name system consists of three parts. First is the addressing system of Internet Protocol(IP)numbers, the 32-bit numbers that are the true addresses of computers connected to the Internet. Next is the naming system, the by-now familiar names that include .com .org .edu .etc., which are collectively known as top level domains, or TLDs. The naming system was devised to find a computer or send email. Finally, there is the routing system, which “maps” domain names to IP numbers. Computers called “root servers” contain a kind of giant directory that links specific names to specific addresses on the Internet.
There are several political headaches about domain names that have no clear solutions. Because domain names have to be unique, they are inevitably linked to trademark disputes when two or more businesses, or people, want the same name.
Domain names also raise issues of privacy. Using a search tool such as the Whonami Global Internet Name Search site, anyone can look up the name and address of whoever is registered as the owner of a domain name.
In 1998, the U.S. government handed over management of the entire domain name system to the Internet Corporation for Assigned Names and Numbers, or ICANN, based in Marina Del Rey. ICANN’s board of directors held one of its periodic general meetings recently in Stockholm, an event that featured an outpouring of frustration and controversy about how the group is managing its new responsibilities.If you want to send email, you must own the following except .
| A．a computer |
| B．the addressing system |
| C．a domain address |
| D．a telephone line or cable |
Which of the following is NOT true?
| A．The domain name system was once under the control of the U.S. government. |
| B．The general meeting of ICANN is held on a regular basis. |
| C．Two businesses can have the same domain names. |
| D．Search sites help people to get information about domain name owners. |
The purpose of naming system was to .
| A．link specific names to specific addresses on the Internet |
| B．find people on computers. |
| C．distinguish computers or send email |
| D．solve problems for businesses and people |
Domain names which have no clear solutions .
| A．cause people’s headache |
| B．cause difficult situations for the government |
| C．get businesses to change their trademarks |
| D．force businesses to put trademarks on their goods. |
Advertising is as old as story-telling itself. For as long as people have wanted to persuade others to buy their goods, give them their vote or lay down their lives, they have used the methods of advertising. Of course, methods have changed over the years. At first, word of mouth was the only means of communicating, but after the invention of the first printing press and the arrival of the first newspaper, the camera, the television, and the home video recorder, the persuasive methods of the advertising industry have become much more sophisticated.
Advertising appeals more to our emotions than to our minds and therefore uses persuasive techniques which, though not misleading, are certainly biased towards its products. Advertisements have some basic features.
·They are fast and short. They deliver their message in minimum time and space.
·They are concentrated. Their language and images are extremely dense.
·They appeal to consumers’ emotions rather than to their logic.
·They entertain. That entertainment may be in the form of a jazzy melody or a photograph or a clever joke, but it always draws attention to itself because advertisements have to compete against every other competitor for consumers’ attention.In the past, people used methods of advertising when they wanted others to .
| A．buy their products and lay down |
| B．vote for them and give up their lives |
| C．support them and lie down |
| D．buy their products and give them tickets |
How can advertisements attract people?
| A．By showing reasonable prices of the products. |
| B．By showing fabulous pictures of the products. |
| C．By reminding people to think before deciding to buy the products. |
| D．By persuading people in the form of music, pictures and so on. |
The writer implied in the passage that .
| A．advertisers only present good points of their products |
| B．advertisers try to cheat consumers |
| C．advertisers are not sure about their products |
| D．advertisers are competing with each other. |
“Itself” in the last sentence of the passage refers to .
| A．photograph |
| B．entertainment |
| C．joke |
| D．jazzy melody |
Students and Technology in the Classroom
I love my blackberry—it’s my little connection to the larger world that can go anywhere with me . I also love my laptop computer ，as it holds all of my writing and thoughts .Despite this love of technology ,I know that there are times when I need to move away from these devices（设备） and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas .Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom ,I have a rule —no laptop ,iPads ,phones ,etc .When students were told my rule in advance of the class, some of them were not happy .
Most students think that my reasons for this rule include unpleasant experiences in the past with students misusing technology . There’s a bit of truth to that. Some students think that I am anti-technology . There’s no truth in that at all . I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas . I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion .
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge , they learn at a level that helps them keep the course material beyond the classroom .
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change ,I’m sticking to my plan. A few hours of technology-free （没有科技）dialogue is just too sweet to give up. Some of the students in the history class were unhappy with____
| A．the course material |
| B．others’ misuse of technology |
| C．discussion topics |
| D．the author’s class regulations |
According to the author ,the use of technology in the classroom may ____
| A．keep students from doing independent thinking |
| B．encourage students to have in-depth conversations |
| C．help students to better understand complex themes |
| D．affect students’ concentration on course evaluation |
It can be inferred from the last paragraph that the author ____
| A．is quite stubborn |
| B．will give up teaching history |
| C．will change his teaching plan soon |
| D．values technology-free dialogues in his class |
I grew up in a house where the TV was seldom turned on and with one wall in my bedroom entirely lined with bookshelves, most of my childhood was spent on books I could get hold of. In fact, I grew up thinking of reading as natural as breathing and books unbelievably powerful in shaping perspectives (观点) by creating worlds we could step into, take part. in. and live in.
With this unshakable belief, I, at. fourteen, decided to become a writer. Here too, reading became useful. Every writer starts off knowing that he has something to say, but being unable to find the right ways to say it. He has to find his own voice by reading widely and discovering which parts of the writers he agrees or disagrees with, or agrees with so strongly that it reshapes his own world. He cannot write without loving to read, because only through reading other people's writing can one discover what works, what doesn't and, in the end, together with lots of practice, what voice he has.
Now I am in college, and have come to realize how important it is to read fiction (文学作品)．As a. law student, my reading is in fact limited to subject matter-the volume (量) of what I have to read for classes every week means there is little time to read anything else. Such reading made it all the clearer to me that I live in a very small part in this great place called life. Reading fiction reminds me that there is life beyond my own. It allows me to travel across the high seas and along the Silk Road, all from the comfort of my own armchair, to experience, though secondhand, exciting experiences that I wouldn't necessarily be able to have in my lifetime. What can be inferred about the author as a child?
| A． He never watched TV. |
| B． He read what he had to. |
| C． He found reading unbelievable. |
| D． He considered reading part of his life |
The underlined word "voice" in the second paragraph most probably means "_______".
| A． an idea |
| B． a sound quality |
| C． a way of writing |
| D． a world to write about |
What effect does reading have on the author?
| A． It helps him to realize his dream. |
| B． It opens up a wider world for him. |
| C． It makes his college life more interesting. |
| D． It increases his interest in worldwide travel. |
Which of the following can be the best title of this text?
| A． Why do I read? |
| B． How do I read? |
| C． What do I read? |
| D． When do I read? |
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